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Reflection for “Becoming Critical Consumers and Producers of Texts: Teaching Literacy with Web 1.0 and Web 2.0” by Lara J Handsfield, Tami R. Dean, Kristen M. Cielocha
This article was brought up some interesting points for teachers to ponder. Literacy in the 21st Century is changing and technology is an essential component and driving factor. It is important for teachers to learn and know about the variety of tools available to them through technology. These tools can aid in the teaching of literacy. I think teachers need to be aware of their teaching goals/objectives before using technology with students to ensure the effective use of technology.
In the article, I learned about a program called Comic Creator and how a teacher used blogs for responding to literature. Both usages of technology had pros and cons.
In the 21st Century students are exposed to so much technology and teachers have to learn more about how to incorporate technology into all our teaching.
by Karen Kay Mobley
This article introduced me to how some teachers are using a couple interesting web based literacy tools. I am concerned about the idea of using Blogspot as a learning tool. If a child hit the next blog button, the child could land on some very inappropriate content. It would be nice if the district had its own, secure blog-type secure site that would buffer the youngest bloggers from the free for all of the WWW. I have seen some very cool things completed on comic life. I was surprised to here that a student could not store a work in progress and had to either complete a project in one sitting, or manually manipulate the graphics in paper and ink format to complete a project.
-Amber
I found that there were interesting ideas in this article, programs that can be utilized to create projects and help students learn and use more technology in the classroom. However, I think that we as educators do need to use caution when using the internet. There are definite positives to technology, but I also think that we need to do the legwork necessary to make sure the sites that we will go to are safe for students and that there are precautions taken in order for students not to be able to click on possible ads or pop-ups that may come on the screen. I wish there was a way to be sure that something inappropriate would not come up, I know that there are many safeguards taken to prevent things being viewed in the schools, and all precautions are taken to prevent things from being viewed, but there are always exceptions. I think it might be a good idea to have a closed, secure place for students to do projects such as these. However, I do think that composing pieces on a computer would be beneficial to students as they learn, as well as preparing them for the future when it seems technology will be even more prevalent as it is even today. I also think that the 2.0 programs would be a lot more helpful than the 1.0 programs that they talked about when students are preparing projects or working on things that need to be saved, since they can be saved and worked on at a later time, instead of the 1.0 programs that cannot be saved or changed.
-Nicki Haroldson
I thought this article was interesting, but I’m not sure how I feel about incorporating this stuff into my lesson plans. I really like the idea of students taking the role of proofreader/analyzer and asking questions (the ones teachers ask). I also like the idea of students both consuming and producing at the same time. I have actually taken a short technology lesson on Comic Creator – but I had concerns over the limitations stated in the article – so have never implemented it in a lesson. But I think this article gave me the motivation to try it out for our next novel. I also have questions about the blogging, such as: Are students provided with class time or are they expected to blog on their own? What if classrooms do not have computers for every student? What if a majority of students in a class do not have computers at home? If a class is large – 30 students, is it better to break them into blog groups – or do you have all 30 participate on one site? If this occurs, are the last ones to use the site reading everything, and what about the first ones to submit responses - how much are they communicating with the class? How are students assessed? At the high school level, for some students, if they are not getting points or a grade of some kind – they won’t do an assignment. I don’t know, I guess I just feel negative today. Until our school has technology easily available at the student level, it sounds like a huge hassle.
-Jennifer Stugart
Response: Becoming Critical Consumers and Producers of Text: Teaching Literacy with Web 1.0 and Web 2.0 – Handsfield, Dean, Cielocha
While I was reading this I was thinking of the school district as Web 1.0 and we as teachers as Web 2.0. The district although not totally adverse to let teachers use programs they have purchased or ones found to be usable in the classroom are reluctant to allow teachers to use them. I understand their dilemma and do their best to accommodate teachers. Obviously from this article the Web 2.0 is more user friendly and adaptable for the teachers needs.
I understand how it is necessary for students to find their voice and be able to express them more easily and as this article even suggested, helped ELL students with language barriers and a reluctance to write. However, there are always drawbacks and one of them in my opinion is older students would loose the ability to speak face to face. Students tend to disregard how another person interprets what is written to them. There are no immediate ramifications to someone saying something totally out of context, rude or thoughtless statement about someone else. Wouldn’t unnecessary ridicule be damaging to an immerging writer. I’m reluctant to have my sixth graders begin to blog one another. Penrod (2007) suggests students will “self monitor their language use . . . “ I hope he is right.
I think they referenced some interesting sites as the Comic Creator even with its limitations and the ReadWriteThink.org site certainly needs further investigation.
Dave W.
Reflection for “Becoming Critical Consumers and Producers of Texts: Teaching Literacy with Web 1.0 and Web 2.0” by Lara J Handsfield, Tami R. Dean, Kristen M. Cielocha
This article was brought up some interesting points for teachers to ponder. Literacy in the 21st Century is changing and technology is an essential component and driving factor. It is important for teachers to learn and know about the variety of tools available to them through technology. These tools can aid in the teaching of literacy. I think teachers need to be aware of their teaching goals/objectives before using technology with students to ensure the effective use of technology.
In the article, I learned about a program called Comic Creator and how a teacher used blogs for responding to literature. Both usages of technology had pros and cons.
In the 21st Century students are exposed to so much technology and teachers have to learn more about how to incorporate technology into all our teaching.
by Karen Kay Mobley
This article introduced me to how some teachers are using a couple interesting web based literacy tools. I am concerned about the idea of using Blogspot as a learning tool. If a child hit the next blog button, the child could land on some very inappropriate content. It would be nice if the district had its own, secure blog-type secure site that would buffer the youngest bloggers from the free for all of the WWW. I have seen some very cool things completed on comic life. I was surprised to here that a student could not store a work in progress and had to either complete a project in one sitting, or manually manipulate the graphics in paper and ink format to complete a project.
-Amber
I found that there were interesting ideas in this article, programs that can be utilized to create projects and help students learn and use more technology in the classroom. However, I think that we as educators do need to use caution when using the internet. There are definite positives to technology, but I also think that we need to do the legwork necessary to make sure the sites that we will go to are safe for students and that there are precautions taken in order for students not to be able to click on possible ads or pop-ups that may come on the screen. I wish there was a way to be sure that something inappropriate would not come up, I know that there are many safeguards taken to prevent things being viewed in the schools, and all precautions are taken to prevent things from being viewed, but there are always exceptions. I think it might be a good idea to have a closed, secure place for students to do projects such as these. However, I do think that composing pieces on a computer would be beneficial to students as they learn, as well as preparing them for the future when it seems technology will be even more prevalent as it is even today. I also think that the 2.0 programs would be a lot more helpful than the 1.0 programs that they talked about when students are preparing projects or working on things that need to be saved, since they can be saved and worked on at a later time, instead of the 1.0 programs that cannot be saved or changed.
-Nicki Haroldson
I thought this article was interesting, but I’m not sure how I feel about incorporating this stuff into my lesson plans. I really like the idea of students taking the role of proofreader/analyzer and asking questions (the ones teachers ask). I also like the idea of students both consuming and producing at the same time. I have actually taken a short technology lesson on Comic Creator – but I had concerns over the limitations stated in the article – so have never implemented it in a lesson. But I think this article gave me the motivation to try it out for our next novel. I also have questions about the blogging, such as: Are students provided with class time or are they expected to blog on their own? What if classrooms do not have computers for every student? What if a majority of students in a class do not have computers at home? If a class is large – 30 students, is it better to break them into blog groups – or do you have all 30 participate on one site? If this occurs, are the last ones to use the site reading everything, and what about the first ones to submit responses - how much are they communicating with the class? How are students assessed? At the high school level, for some students, if they are not getting points or a grade of some kind – they won’t do an assignment. I don’t know, I guess I just feel negative today. Until our school has technology easily available at the student level, it sounds like a huge hassle.
-Jennifer Stugart
Response: Becoming Critical Consumers and Producers of Text: Teaching Literacy with Web 1.0 and Web 2.0 – Handsfield, Dean, Cielocha
While I was reading this I was thinking of the school district as Web 1.0 and we as teachers as Web 2.0. The district although not totally adverse to let teachers use programs they have purchased or ones found to be usable in the classroom are reluctant to allow teachers to use them. I understand their dilemma and do their best to accommodate teachers. Obviously from this article the Web 2.0 is more user friendly and adaptable for the teachers needs.
I understand how it is necessary for students to find their voice and be able to express them more easily and as this article even suggested, helped ELL students with language barriers and a reluctance to write. However, there are always drawbacks and one of them in my opinion is older students would loose the ability to speak face to face. Students tend to disregard how another person interprets what is written to them. There are no immediate ramifications to someone saying something totally out of context, rude or thoughtless statement about someone else. Wouldn’t unnecessary ridicule be damaging to an immerging writer. I’m reluctant to have my sixth graders begin to blog one another. Penrod (2007) suggests students will “self monitor their language use . . . “ I hope he is right.
I think they referenced some interesting sites as the Comic Creator even with its limitations and the ReadWriteThink.org site certainly needs further investigation.
Dave W.